fa مقایسه اثربخشی درمان‌ شناختی-رفتاری و مواجهه از طریق واقعیت مجازی بر تنظیم شناختی هیجان دانش‌آموزان مبتلا به اختلال اضطراب اجتماعی روانشناسی بالینی Clinical Psychology پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">هدف پژوهش حاضر </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">مقایسه اثربخشی </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">درمان&shy; شناختی-رفتاری و درمان مواجهه از طریق واقعیت مجازی بر تنظیم شناختی هیجان دانش‌آموزان مبتلا به اختلال اضطراب اجتماعی</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"> بود. روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون پس‌آزمون با گروه گواه و پیگیری یک ماهه بود. جامعه آماری پژوهش شامل </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">تمامی دانش‌آموزان دوره دوم متوسطه که در سال تحصیلی 1402-1401 در مدارس شهر قائمشهر مشغول به تحصیل بودند؛ 51 دانش‌آموز&nbsp; با روش نمونه‌گیری در دسترس وارد مطالعه شدند و بطور تصادفی در دو گروه آزمایش و یک گروه گواه (هرگروه 17نفر) قرار گرفتند.</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"> گروه آزمایش اول و دوم هر یک به ترتیب طی 12 و 8 جلسه 60</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">دقیقه‌ای تحت مداخله شناختی-رفتاری و مواجه از طریق واقعیت مجازی قرار گرفتند. </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">ا</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">بزار پژوهش</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">پرسشنامه‌ی تنظیم شناختی هیجان </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">(</span></span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">CERQ</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">، </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">گارنفسکی و کرایج، 2006)</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">بود</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">. تحلیل داده‌ها با روش </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">تحلیل</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">واریانس با اندازه‌گیری مکرر و</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">آزمون تعقیبی بونفرونی</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">انجام شد.</span></span></span></span><b> </b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">یافته‌ها </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نشان داد </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">که هر دو مداخله‌ی درمان </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">شناختی-رفتاری و مواجهه از طریق واقعیت مجازی </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">در مقایسه با گروه گواه به طور معنی‌داری باعث </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">افزایش </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">تنظیم هیجان سازش‌یافته و کاهش تنظیم هیجان سازش‌نایافته</span></span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">می‌شوند </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">(</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">01/0</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">P<</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">)؛ و </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">تأثیر هر دو </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">روش مداخله </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">تا مرحله پیگیری یک‌ماهه حفظ شد. همچنین </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">درمان شناختی-رفتاری در مقایسه با درمان مواجهه از طریق واقعیت مجازی دارای اثربخشی بیشتری است </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">(01/0<</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">P</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">). </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتایج پژوهش بیانگر اولویت استفاده از درمان شناختی-رفتاری در مقایسه با درمان مواجهه از طریق واقعیت مجازی برای بهبود تنظیم شناختی هیجان</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"> توسط درمانگران حوزه کودک و نوجوان بود.</span></span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">The present compared the effectiveness of cognitive-behavioral therapy and virtual reality exposure therapy</span></span></span></span><b> </b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.3pt">on cognitive emotion regulation in students with social anxiety disorder. The study method was quasi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population of the study included all the second-year high school students of Ghaemshahr schools in the academic year 2022-2023. A total of 51 eligible students were included in the study using a convenience sampling method and were randomly divided into 2 intervention groups and 1 control group (17 people in each group). The first and second experimental groups, respectively, were cognitive-behavioral therapy and virtual reality exposure therapy during 12 and 8 sessions. The research tools were cognitive emotion regulation questionnaires (GERQ, ^Garnefski,^{& Kraaij}, 2006). The data were analyzed by the method of analysis of variance with repeated measurements and Bonferroni&rsquo;s post hoc test. The results revealed that both interventions of cognitive-behavioral therapy and virtual reality exposure therapy, compared to the control group, significantly increased adapted emotion regulation and decreased maladapted emotion regulation (P<0.01). Also, the effect of both intervention methods was maintained until the one-month follow-up stage. Also, cognitive-behavioral therapy was more effective compared to virtual reality exposure therapy (P> 0.01). The results of the study revealed the priority of using cognitive-behavioral therapy compared to virtual reality exposure therapy to improve cognitive emotion regulation by child and adolescent therapists.</span></span></span></span></span></span></span></span></span> اختلال اضطراب اجتماعی, تنظیم شناختی هیجانی, درمان شناختی-رفتاری, درمان مواجهه از طریق واقعیت مجازی. social anxiety disorder, cognitive emotion regulation, cognitive-behavioral therapy, virtual reality exposure therapy. 117 128 http://frooyesh.ir/browse.php?a_code=A-10-10162-1&slc_lang=fa&sid=1 Nazila Razaghivandi نازیلا رزاقی وندی naazila.razzaghi@gmail.com 100319475328460054343 100319475328460054343 No PhD Student. Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran. دانشجوی دکتری، گروه روانشناسی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران. Davood Jafari داود جعفری davood_jafari5361@yahoomail.com 100319475328460054344 100319475328460054344 Yes Assistant Professor, Department Of Psychology, Malayer Branch, Islamic Azad University, Malayer, Iran. استادیار، گروه روان‌شناسی واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران. Mohsen Bahrami محسن بهرامی bahrami.m@malayer.iau.ac.ir 100319475328460054345 100319475328460054345 No Assistant Professor. Department of Psychology, Malayer Branch, Islamic Azad University, Malayer, Iran. استادیار، گروه روان‌شناسی واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران.